Mentoring Beginning Teachers to Enact Discussion-based Teaching

Stanulis, Randi Nevins; Brondyk, Susan K.; Little, Sarah J.; Wibbens, Erin

doi:10.1080/13611267.2014.902556

Cited by 16 publications

(13 citation statements)

References 26 publications

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“…The interview examples may help to construct such vignettes. Given our findings that mentors tend to combine constructs in talking about differences, such cases should also reflect construct combinations, such as depicted in Figure 1, and similar to the complex 'typical' novice teacher cases described in Stanulis et al (2014). Given our findings that mentors tend to identify both positive and negative aspects of constructs, discussion of such cases should include considerations of how 'too little or too much' could hamper mentee's learning or teaching performance and what options mentors could have to respond.…”

Section: Implications For Mentor Preparationmentioning

confidence: 55%

“…(Schwille, 2008, p. 155). Such professional mentoring requires mentors to be pro-actively adaptive to novice teacher learning, while working towards a vision of good practice (Stanulis, Brondyk, Little, & Wibbens, 2014). This involves a bifocal vision: attending to immediate issues of improving teaching performance as well as to long-term goals for novice teachers' learning and development.…”

Section: Mentor Teachers' Practical Knowledgementioning

confidence: 99%

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Mentor teachers’ views of their mentees

Ginkel

Drie

Verloop

2018

Mentoring & Tutoring: Partnership in Learning

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Mentor teachers' views of their mentees Gisbert van Ginkel a , Jannet van Drie b and Nico Verloop c a radboud teachers academy, radboud university, nijmegen, the netherlands; b research institute of Child Development and education, university of amsterdam, amsterdam, the netherlands; c iCLon graduate school of teaching, Leiden university, Leiden, the netherlands ABSTRACT Successful mentoring relationships are essential for novice teachers entering the teaching profession. The success of the mentoring process depends in large part on the diagnostic abilities of the mentor, but there is little research on how mentor teachers view their mentees. In this small-scale study, we explored how 11 mentor teachers describe similarities and differences between their mentee teachers. We found that mentor teachers' descriptions predominantly relate to differences in personal engagement with pupils, identifying as a teacher, perfectionism and self-confidence. Mentors tended to describe these differences in terms of traits and dispositions. We provide suggestions for addressing this issue in mentor preparation and for using findings in mentor training, and we provide a conceptual framework for future studies of mentor teachers' views of their mentees. High diagnostic ability is a distinctive feature of both successful teaching and mentoring (Schwille, 2008). In teacher mentoring, it requires professional knowledge of mentee teachers as adult learners (Reiman & Thies-Sprinthall, 1998). Successful mentoring relationships are considered essential for novice teachers to survive their initial teaching experiences, develop their teaching competencies, and define their teaching lives (Fairbanks, Freedman, & Kahn, 2000; Long et al., 2012; Marable & Raimondi, 2007). Precondition for such successful mentoring relationships is a good match between mentor and mentee. Therefore, mentor teachers are expected to attend to the different and individual needs of their mentee teachers (Bullough, 2012). These different needs may derive from mentee's different learning preferences, teaching concerns, stages of development, readiness levels regarding various teaching competencies, tensions in professional identity formation, images and beliefs about teaching, and goals and expectations concerning the mentoring relationship

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Section: Implications For Mentor Preparationmentioning

confidence: 55%

Section: Mentor Teachers' Practical Knowledgementioning

confidence: 99%

Mentor teachers’ views of their mentees

Ginkel

Drie

Verloop

2018

Mentoring & Tutoring: Partnership in Learning

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show abstract

“…Stanulis et al () conclude that formal and informal learning of mentors should mainly include the involvement of professional learning communities and being coached by other experienced mentors. Webb et al () argue that mentors tend to develop their knowledge of the procedures and frameworks of mentoring through carrying out the processes of mentoring teachers, including joint planning, observing lessons, evaluating teaching, and assessing progress in their qualitative study.…”

Section: Resultsmentioning

confidence: 99%

“…The existing research on the mentoring approach focuses on the strategies and methods used by mentors to support their work with mentees (Eissner & Gannon, 2018;Farmer et al, 2009;Harrison, Lawson, & Wortley, 2005;Hudson, 2016;Lai, 2010;Luckhaupt et al, 2005;Webb et al, 2007;Reid & Slinger, 2006;Smith & Arsenault, 2014;Stanulis et al, 2014). Observation of performance with the goal of offering constructive feedback is a common tool used by mentors and valued by mentees (Arnold, 2006;Forgione et al, 20015;Lai, 2010;Reid & Slinger, 2006;Stanulis et al, 2014). Collaboration on projects (Burnham & Fleming, 2011;Lai, 2010;Sobeck et al, 2007;Stanulis et al, 2014) or problem solving and sharing resources (Hudson, 2016) have also been shown to positively influence mentees' experiences.…”

Section: Question 2: What Can We Learn From the Examples Of Mentoringmentioning

confidence: 99%

“…Collaboration on projects (Burnham & Fleming, 2011;Lai, 2010;Sobeck et al, 2007;Stanulis et al, 2014) or problem solving and sharing resources (Hudson, 2016) have also been shown to positively influence mentees' experiences. Developmental conversations (Arnold, 2006;Burnham & Fleming, 2011;Eissner & Gannon, 2018;Holmberg-Wright, 2013;Lai, 2010;Reid & Slinger, 2006, Smith & Arsenault, 2014Sobeck et al, 2007;Stanulis et al, 2014) and network contacts (Eissner & Gannon, 2018;Holmberg-Wright, 2013;Smith & Arsenault, 2014) were other common strategies and methods reported for helping mentees make improvements and further develop their careers. There is a growing body of literature to suggest that mentors need specific skills to be effective (Abedin et al, 2012;Abedin et al, 2013;Arnold, 2006).…”

Section: Question 2: What Can We Learn From the Examples Of Mentoringmentioning

confidence: 99%

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Evidence on the Use of Mentoring Programs and Practices to Support Workplace Learning: A Systematic Multiple‐Studies Review

Giacumo¹,

Chen²,

Seguinot‐Cruz³

2020

Perf Improvement Qrtly

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entoring is described as a method to develop skills and knowledge for professional and career growth in academia as well as private-sector, government, nongovernmental, and nonprofit organizations. While mentoring has different contextual dimensions, its core foundation lies in the relationship between mentor and mentee (also referred to as protégé); it also involves the mentor's psychosocial support and ability to impart knowledge and skills to help the mentee make valuable professional connections and to offer the mentee access to career-development opportunities not previously accessible (Noe, 1988; Ragins & McFarlin, 1990). Mentoring promotes the transfer of knowledge, skills, and organizational acumen from a more experienced employee to a less experienced employee. "Organizations engage in mentoring for a number of reasons, many of which relate to the need to cultivate or manage knowledge and relationships" (Zachary, 2005, p. 2). Mentoring relationships can be formal or informal and are not limited to a specific area or geographic locations. In the workplace, mentoring can be used to cross the boundaries of diversity in gender, race, culture, and generation. It can be a cost-effective and often fluid method for developing employees outside of a classroom environment.

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